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ERIC Number: ED232817
Record Type: Non-Journal
Publication Date: 1983
Pages: 13
Abstractor: N/A
Reference Count: N/A
Apologize or Analyze: Measuring Academic Achievement in the Reservation School.
Boloz, Sigmund A.; Varrati, Richard
Three variables--student attendance, stability of enrollment, and socioeconomic status--can affect reservation students' performance on standardized tests as significantly as the quality of instruction. To test the impact of the three variables on academic achievement, the Ganado (Arizona) Unified School District No. 20 analyzed available information on six academic subtests for a representative sample of its reservation student population in grades 3, 6, 8, and 12. Socioeconomic status was the most consistent variable, showing a strong relation to academic achievement in all test areas for all grades except 12. Attendance had a significant effect on language and reading scores of students in grades 6, 8, and 12. Attendance was also a significant variable for students of low socioeconomic status, as was stability of enrollment. In general, students with stable enrollment in grades 6, 8, and 12 outperformed transient students in language areas. Overall, students with the best scores were those with the best attendance records who had been enrolled consistently in the district. Evaluators felt that these results proved the quality of the district's program. Variables such as one-parent homes, negative parental attitudes, and school expectations can also affect attendance and performance, and should be investigated. (SB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona